Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children’s attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., Reading Research Quarterly 30:626–639, 1995) and a positive association between reading attitudes and achievement (Petscher, Journal of Research in Reading 33:335–355, 2010). Children from Asian and African countries are underrepresented in this literature; whether these patterns can be generalized across cultures needs further investigation. This longitudinal study examined the reading attitudes of 84 children in Vietnam from grades 1 to 2 and their relations to reading performance, as measured by translated and adapted versions of the Elementary Reading Attitude Survey and Early Grade Reading Assessment, respectively. This sample from Vietnam showed a small decline in reading attitudes over time, particularly in attitudes toward academic reading. However, children on average reported feeling happy about reading in both grades. Correlations revealed different patterns of association between reading attitudes and performance based on the reading measure employed, grade level, and type of reading in question (academic versus recreational). In grade 2, reading attitudes explained unique variance in reading comprehension even after text fluency and mother’s education were considered. We present a margins plot to visualize the role of reading attitudes on reading comprehension. We discuss educational implications and future directions.

尽管学习阅读的认知和语言因素已被广泛研究，但对包括儿童阅读态度在内的情感因素却知之甚少。主要来自英语国家和西方国家的研究表明，小学的阅读态度逐渐下降（McKenna 等人，阅读研究季刊 30:626–639，1995），并且阅读态度和成绩之间存在正相关关系（Petscher，研究杂志）见阅读 33:335–355, 2010）。来自亚洲和非洲国家的儿童在这些文献中的代表性不足；这些模式是否可以跨文化推广需要进一步研究。这项纵向研究调查了越南 84 名 1 至 2 年级儿童的阅读态度及其与阅读成绩的关系，分别通过翻译版和改编版的小学阅读态度调查和早期阅读评估进行测量。来自越南的样本显示，随着时间的推移，阅读态度略有下降，尤其是对学术阅读的态度。然而，两个年级的孩子平均都对阅读感到高兴。相关性揭示了基于所采用的阅读测量、年级水平和相关阅读类型（学术与娱乐）的阅读态度和表现之间不同的关联模式。在二年级，即使考虑了文本流畅性和母亲的教育程度，阅读态度也解释了阅读理解的独特差异。我们提出了一个边缘图来可视化阅读态度对阅读理解的作用。我们讨论教育意义和未来方向。